In this case study, we’ll give readers an inside look at how one elementary is leveraging the strategy of teacher strength assessments to drive a collaborative culture of learning. 

Supporting English learners and economically disadvantaged students

Casita Center for Technology, Science & Math is a K-5 Magnet school in the Vista Unified School District. Casita’s focus on helping students learn and grow as individuals has attracted diverse learners from various cultural backgrounds. As a result, nine percent of Casita’s students are English learners, and 45 percent are socioeconomically disadvantaged. 

To support these diverse learning needs, Casita’s leadership team recognized the importance of cultivating and leveraging every staff member’s strengths. That’s where the strategy of teacher strength assessments comes in. 

Identifying teacher strengths

Casita began by identifying each teacher’s strengths using the Gallup StrengthsFinder test. The Gallup StrengthsFinder is an online test that measures individual strengths in 34 different areas. Teachers receive a report outlining their top five strengths, such as Focus, Communication, and Adaptability. The report helps teachers understand the ways to maximize their potential, as well as potential blind spots to watch out for.

Strengths are classified into one of four domains — Executing, Influencing, Relationship Building, and Strategic Thinking — which helps teachers understand how they contribute when joining or leading a team. 

“Understanding yourself is really important in education, and so is learning how to work with others. Collaboration is key to ensuring that we don’t do more, but we do it smarter,” says Principal Jenny Chien.

Embracing a strengths-based approach

After taking the StrengthsFinder assessment, teachers were given the opportunity to share their strengths and weaknesses with their teammates during an activity called ‘Balconies and Basements’. 

Teachers also worked with their grade-level teams to identify the academic, social, and emotional needs of students on their teams and how they could best serve each student through their combined strengths. 

“Each of our learners has different needs in order to thrive in their learning environment. For example, some students might need a lot of structure while others need more flexibility,” Jenny explains. “We have a lot of talent and expertise on our staff, so we’re able to lean into each other when supporting each child.”

This culture of collaboration also extends to Casita’s transdisciplinary approach to teaching. 

“You’re not just closing the door and teaching in isolation, but we are all coming together weekly and sharing our ideas, successes, and challenges,” says Liz Weiser, Casita’s International Baccalaureate coordinator. 

Naturally, it can take some time for new teachers to accept and embrace this approach — especially if they come from a school where they’re used to working alone.

To help them make the mindset shift, Casita has developed a ‘fishbowl culture’ where teachers are open to allowing other teachers to come into their classrooms. This allows new teachers to observe and learn from other teachers in action. 

Empowering teachers, engaging diverse learners

Casita’s strengths-based approach has created a collaborative learning culture where teachers and students thrive.

By recognizing and tapping into each other’s strengths, Casita teachers are able to support one another in serving the diverse needs of their students. This approach also extends to student learning, ensuring that individual needs and strengths are considered.

“Students are able to leverage their own strengths to access learning. That has been key in our growth as a school and to the kids’ success,” says Liz.

For students with disabilities and English learners (EL) especially, the strengths-based approach has helped to develop self-confidence and a sense of belonging in the classroom. 

“We don’t have ‘silent English learners’ at our school because there’s so much to talk about, and they’re so invested in what they’re learning,” says Liz, who was previously an EL resource teacher for the district. “For me, our students’ confidence and engagement is the most exciting thing to see come out of this program.”